European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.167608 Volume 2│Issue 9│2016
THE ROLE OF PHILOSOPHICAL MINDSET IN
EDUCATIONAL INNOVATION ADOPTION
Ahmad Talebian1, Shahram Salavati2i
1 Department of Education Management, Tonekabon Branch,
Islamic Azad University, Tonekabon, Iran
2Department of Business Administration, Tonekabon Branch,
Islamic Azad University, Tonekabon, Iran
Abstract:
The adoption of innovation is a cultural and managerial challenge for the modern
educational systems. In the educational systems, managers/principals play significant
roles to a successful innovation adoption. This paper evaluates the relation between
philosophical mindset (comprehensiveness, introspection and flexibility) and
motivation of educational innovation adoption. Through a survey, the data were
gathered from 213 secondary school principals. Testing of hypotheses, using Spearman
correlation coefficient, indicate that philosophical mindset and its dimensions positively
associated with motivation adopting educational innovation. The results of Mann-
Whitney U-test indicate significant different between male and female principals’ in
terms of philosophical mindset and its dimensions as well as their motivation in
educational innovation adoption; the average scores obtained by female were
significantly higher than male principals.
Keywords: educational innovation, motivation, admission of innovation, philosophical
mindset
Introduction
We live in an era with prominent features of uncertainty, complexity, globalization and
increasing technological changes. Organizational success under these conditions
necessitates changes in organizational activities and administration of the Third
Millennium organizations (Salavati & Rahimaghaee, 2009). Nowadays, the major
Copyright © The Author(s). All Rights Reserved 94
Published by Open Access Publishing Group ©2015.
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
concern for most organizations includes development and implementation of strategies,
which guarantee their success and survival in environmental changing and complex
environment (Amabile, 1997). The organizations could not overcome small, flexible,
innovative, opportunity-oriented and low-cost competitors only relying on high
generation power and implementing several innovative projects. However, their
growth and increment of their competitiveness power mainly depends on the talent and
creativity of employees and managers. The continuous strengthening of innovative
morale at individual and collective levels could also guarantee this important issue
(Anderson, Varnhagen, Campbell, 1998).
To survive and adapt to the circumstancing changes and meet the needs of
customers, organizations need to be dynamic and it requires creative and innovative
managers and staffs. The success of any organization to achieve goals significantly
depends on merit, efficiency and innovation of leaders and associated managers
(Bahramiyan et al., 2014). In global economic system and increasing competition,
creativity and innovation is in lieu of the key to survival and success of organizations
(Burroughs, 1996). Increased level of innovation in organizations could lead to
improved quality and quantity of services, reduced costs, avoids waste of resources,
reduced bureaucracy and so increased productivity and efficiency, motivation and
eventually job satisfaction among employees (Kirkgoz, 2008).
Growth and rapid changes, environmental uncertainty and some other issues
caused innovation to be raised as the greatest social need for development in
organizations and will result in organizations that make use of this issue in some ways.
Creativity and innovation could be seen as an element of organization’s dynamism
affecting the improvement of organizational performance (Kirkgoz, 2008). Similarly,
educational organizations along with other organizations affected by rapid and
accelerated changes in technology, short life cycle of technology and so excessive
compaction of competition need to develop innovation among employees and
recognize the factors which have the capability to institutionalize this innovation
(Bahramiyan et al., 2014).
Education play principle role in economic and social development of
communities because the main asset of any country, which are the efficient human
resources, will develop and expand in this system. To educate skilled and trained
specialists, we must rely on education system. To achieve this noble purpose (training
specialists), there is no means other than educational centers which are not accessible to
community. Therefore, to secure the community experts, we should concentrate on
educational elements (Lee, Choi, 1998). With the advent of new educational initiatives,
there is no doubt that the world will witness wide changes in education and research.
The curriculum innovation is now introduced as one of the best means of
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 95
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
communication, education and research on global level that has changed education,
especially field of higher education.
The main purpose of these changes and innovations is to prepare and provide
the opportunities for realization of philosophy of education for sustainable
development. Real evidences and experiences indicated that few educational
institutions could be successful in effective enforcement of these innovations. When
failure to enforce innovation is deeply examined and compared with similar
experiences, interesting points become evident for operators and planners. On the other
hand, the development of multiple stakeholders and their interests in the process of
decision-making has caused training centers to change into more complex organizations
(Paulso, 2008).
The requisite to be consistent with educational innovations and changes related
with these innovations is to create favorable environment for development of new
ideas, creativity and innovation in organizations. Rogers (1962, p.13) defined an
innovation as an idea perceived as new by the individual. He then extended the definition
to an idea, object or practice that is perceived as new by an individual or other unit of
adoption Rogers and Shoemaker, 9 Rogers, . In other words, innovation is
manifested creativity, realized creative idea or use of mental abilities to create a new
thought or concept. Human as the main element could both bring about development
and/or act as a major obstacle to development since the desire or the will to work or
motivation is the key factor in creating the efforts and activities of an individual or
individuals (Reardon, and Bullock, 2004).
To create brainstorm ideas and innovative insights and effectively respond to the
vast changes occurring in the workplace, we could benefit from the most important
intangible asset that are the staffs. On the other hand, the evident point in the
management literature is that organization requires employees that are inclined to step
beyond honorable formal requirements. Organizations should set their goal to foster
humans in order to achieve success in competitive domestic and international areas so
that they could confront issues and situations creatively, maintain proper and effective
communication with each other and overcome resulted problems by enjoying fresh
ideas (Reynolds, J. 2001).
Rational thinking is the basis of individual’s work. “ccording to rational
thinking, the person should advance from identifying the problem to find proper
solutions for problems; however, this is not feasible unless he/she have the properties of
reasonable thinking. Logical thinking is the result of philosophical mindset. Managers
with high degree of philosophical mindset, in view of the most organized small groups
along with coordination committees and some of them, will concern all staffs while they
will also be included as part of the group. Environmental, economic, political and social
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 96
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
changes caused the managers to confront newer issues regarding the treatment of
employees in organizations. Due to highly dynamic nature of learning environments,
several educational centers in the world due to changes in their environment have
initiated to introduce and implement innovation in their programs. Javidi and
Abotorabi (2010) believe that managers who had higher scores on the philosophical
mindset questionnaire are more inclined to team leadership style. Ghaedi and Moradi
(2015) indicate that philosophical mindset of school principals is higher than average
level. Despite several studies in this field, they believe that knowledge in this area was
inadequate and in some cases, results were contradictory and further researches are
essential (Javidi & Abotorabi, 2010; Ghaeidi & Moradi, 2015).
Despite the importance of philosophical mindset and its role in educational
organizations (Demerchili & Rasool-Nejad, 2008), few studies have addressed it in Iran.
As far as the researcher knows, this is the first study that examines the relation between
philosophical mindset and adoption of educational innovation. Therefore, several
questions have been remained unanswered in this area that they have been addressed
by the present study. For instance, How could strengthen the principals capabilities
associated with philosophical mindset? How is the situation philosophical mindset and
innovation adoption motivation among Iranian high school principals?
Therefore, the important issue in the process of adoption of educational
innovation is the way of innovation adoption by key beneficiaries of education
(Khosravi et al., 2013). According to above points, this paper specifically examines that
how the philosophical mindset of principals, as the key element in educational system,
is associated with their innovation adoption motivation.
Theoretical Background and Literature Review
Theoretical Background
Different views have been offered about the nature of philosophy. Philosophy has
provided a framework for thinking, is able to develop thinking capabilities, and brings
unity between mind and action. In other words, philosophy is a kind of mental activity
that helps human to have deeper reflection about the results of his daily practices and
act wisely (Javidi & Abootorabi, 2010). An action devoid of though-based guidance will
be no effective. In education system, the ways the teachers deal with students depend
on the way of thinking and perception of human nature. Philosophical approach helps
the teacher to reflect on the concept of reality, human nature and society (Gutek, 2015).
Therefore, strategies, methods and objectives may be associated with theory and
concepts of a philosophy or a combination of both. In this case, a teacher who acts based
on the philosophical foundations deals with the philosophy of education. Accordingly,
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 97
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
the actions of teacher, student, teaching materials, equipment and training facilities,
management and organization all have specific systematic process based on
philosophical principles and theories (Shariatmadari, 2011).
Perception of social practices is not possible without having knowledge about
human nature. Deep understanding of human nature is not achievable with no
knowledge of rules of mind and adequate knowledge of the rules of mind is not
achievable with no knowledge of environmental rules. On the other hand, for
environmental laws reflected in human to become appropriate, the general rules of life
should be instructed. Changing mentalities will establish new human and society. The
culture of combining high mentalities as well as the mentality is the basis of social
practice in small groups or social macro-system (Ebrahimi & Gol Mohamadi, 2010).
Mind is a potential capacity that receives essential information from environment
with the help of five senses and intervenes with a variety of mental processes such as
comparison, analysis, reasoning, inductive, etc., changes their quantity and quality and
eventually classifies and records them. More importantly, it provides new information
during the process of thought production with the forces at its disposal. Therefore, the
role of the mind is not merely displacement, movement and change of sensory data but
as a generator based on data interpretation it will innovate, create and discover new
information (Mirzaei, 2014).
During the training, learning and cognition process, assumptions or mentalities
of both the learner and teacher are very important and sensitive because any kind of
knowing received from the outside world for the first time, which is formed in our
mind, will create a background and model in mind based on which other concepts will
be evaluated. Adoption of any kind of information and knowledge is subject to
adjustment with these principles, beliefs and primary backgrounds. These prototypes
establish the infrastructures and foundations of our minds and the way of our thinking
and behavior is based on it (Mashayekhi & Ali Ahmadi, 2014).
Thinkers are classified based on the characteristics and principles of their
thoughts. Based on the nature of philosophy, the set of features for effective thinkers
who have tended or directed to issues in their approaches are defined as philosophical
mentality (Smith, 1956). Philosophical mind is correct scientific thinking. Perhaps the
reason for inscription of philosophical mind instead of scientific though is that scientific
method in view of some people is actually the same way that natural scientists apply in
laboratory research (Gholamhosseni, 2010). On the other hand, philosophical mindset is
a feature that administrators can benefit from when faced with countless issues of
leadership. In other words, managers who have a philosophical mindset have more
opportunities to observe issues based on long-term goals, creative generalization,
underlying rationale and a range of reasonable choices. This person always tries to
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 98
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
universalize his ideas, beholds the issues in relation to the broad context and long-term
goals, puts the evident subjects into questions and enhances his/her opportunities to
move beyond prejudice, ignorance, personal bias and stereotypes. This person
possesses flexibility with innovation, and creativity and generosity. So, someone with
high level of philosophic mentality is expected to have strong relationship and strong
task-orientation who examines the issues from alternative and multiple aspects (Javidi
& Abotorabi, 2010).
Sarkhanloo (2014) defines philosophical mindset as the ability of the mind, way
of thinking, discipline, mental discipline and willingness of person for valuation and
correct judgment and habit of creative thinking to understand the facts in confrontation
with various problems. According to his definition, philosophical mindset has features
such as comprehensiveness, meditation and flexibility. Comprehensiveness is known
with four indicators: 1) Observation of specific matters with regard to their relevance to
a wide field 2) Linking the present issues to the distant issues 3) Use of generation
power 4) Consideration for theoretical aspects (Noori et al., 2013).
Introspection component is introduced based on four indicators: 1) Putting the
certain or granted issues in to question 2) Discovery and development of foundations 3)
Application of sensitivity to matters which bear implicit or connective meanings 4)
Founding expectations based on inference hypothesis current (Smith, 1956). Flexibility
is also identified with four indicators: 1) Releasing yourself from mental rigor 2)
Measuring the value of thoughts and ideas regardless of their source 3) Consideration
of issues discussed from various aspects 4) Acceptance of theories and temporary and
conditional judgments and interest in making decisions in ambiguous situations
(Shariatmadari, 2011).
In conclusion, we could say that philosophy plays important role for clarifying
the different levels of complexity and chaos at entire levels of human thinking.
Profound thought and philosophic mind will strengthen systematic and comprehensive
approach and prevent hasty decision-making. Philosophical mindset leads the
managers when dealing with countless issues. Philosophical mindset has the features of
comprehensiveness, meditation and flexibility. People with these characteristics have a
different understanding of conflict and contradictories. They are able to examine the
issues from different aspects and conquer them.
Literature Review
Several studies have been conducted on variables examined in this paper, adoption of
innovation and philosophical mindset, with other variables that are described as
follows:
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 99
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
The study by Khosravi et al. entitled Analysis of Curriculum Innovation
Adoption in Higher Education System, A Case Study: Revised Regulations of Curriculum in
Universities in Iran both presented a model suitable for curriculum innovation and
examined innovation pathology in different models of adoption of innovation in
curriculum. The model of innovation adoption in curriculum was implemented
amongst 179 faculty members of different universities in Tehran who participated in
enforcement of revised regulations of curriculum. Data analysis showed that revised
regulations of curriculum in universities in Iran were not practically accepted. The
results also showed that curriculum innovations in higher education must consider
several factors for implementation.
Noori et al. conducted a study entitled Effect of Philosophical Mindset on
Solving Math Problems Amongst Third Year Students of Junior School in Hamedan Divided by
Gender which applied stratified sampling with proportional allocation for students.
The findings showed that besides to the approval of the original philosophical mindset
on students’ ability for solving math problems, the size of this effect is also fierce. In
addition to stronger philosophical mindset of students, the ability to solve mathematical
problems also significantly increases. However, the main effect of gender and counter-
effect of philosophical mindset and gender on students’ ability for solving math
problems was not significant. Moreover, the effect of introspection on students’ ability
for solving math problems was significantly higher than comprehensiveness and
flexibility.
Mirzamohammai et al. (2013) studied the relationship between philosophical
mindset and organizational creativity of State Management Training Center staffs and
found that there is positive and significant relation between philosophical mindset and
its dimensions (comprehensiveness, introspection and flexibility) and employee’s
creativity of State Management Training Center. Stepwise regression analysis showed
that from dimensions of philosophical mindset, the variables of comprehensiveness and
flexibility are the best predictors of employee’s creativity of State Management Training
Center. Therefore, due to higher level of philosophical mindset and its dimensions
(comprehensiveness, introspection and flexibility) amongst State Management Training
Center staffs, they will show more creativity. Data analysis leads us to the conclusion
that from the aspects of philosophical mindset, comprehensiveness has more relation
with creativity while flexibility and introspection are respectively in the second and
third ranks.
Imani et al. conducted a study entitled Relationship between Philosophical
Mindset of School Principals and Teachers' Performance on a sample of 9 teachers and
140 principals by stratified random sampling from among 4508 teachers and principals
of Education in East Tehran. They found that there was a significant relationship
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 100
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
between philosophical mindset of principals and teachers' performance. In other words,
teachers’ performance could be predicted based on philosophical mindset of principals.
Sharvaid (2008) examined the relationship between organizational citizenship behavior
and adoption of innovation amongst 174 faculty members of universities in Denmark
and found that there was significant relation between dimensions of citizenship
behavior and adoption of innovation, however there was no significant relation
between citizenship behavior and adoption of innovation based on demographic
variables.
Nehemiah shiny (2002) as cited by Imani et al. (2012) conducted a study entitled
Relationship between Performance in Virtual Courses, Thinking Styles, Gender, Experience,
Information and Communication Technology and found that people with liberal thinking
style have significantly better performance compared to others with different styles. In
addition, extraversion people compared to introversion people and particularistic
people compared to generalist people exhibited better performance.
The study by Reynolds entitled Financial Services Approach for Managers
with Philosophical Mindset” investigated the philosophical mindset of staffs and
marketing managers as well as their performance and efficacy in the development
process of new financial services. The population consisted of marketers and managers
in the city of Krakow. The results showed that philosophical mindset could have
positive effect on the attitude toward efficacy in marketing systems and quality of their
interaction in the face of changes. Marketers with higher level of introspection have
better performance against customers’ reactions. ”esides, philosophical mindset has
significant relation with self-confidence in convincing customers of financial services.
Bahramian et al. (2014) examined the dimensions of competence of 114 patients (58
females and 56 males) of elementary school principals and the adoption of innovation
and found that principals’ competency is positively associated with adoption of their
educational innovation.
Table 1 presents and compares related literatures and their results.
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 101
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
Table 1: Related literatures
Researcher(s) Conclusion Subject
Mahboobi et al. There is significant relation between Investigate the relationship between
(2015) philosophical mindset and critical philosophical mindset and critical thinking
thinking and irrational beliefs and irrational beliefs among school
principals
Bahramian et al. Principals’ competency is positively Relationship between competencies of
(2014) associated with the adoption of school principals and their adoption of
educational innovation innovation in their education activities
Noori et al. Approval of the main effect of Effect of philosophical mindset on ability
(2013) philosophical mindset on students’ for solving math problems amongst third
ability for solving math problems year students of junior school in Hamedan
divided by gender
Moosavi et al. There is positive and significant relation Relationship between dimensions of
(2011) between dimensions of organizational organizational atmosphere and adoption of
atmosphere and adoption of innovation innovation in curriculum
in curriculum
Sokhanvar There is significant relation between Philosophical mindset and attitudes to
(2010) every dimensions of philosophical active teaching methods among math
mindset and attitudes to active teaching teachers
methods
Javidi and There is significant relation between Philosophical mindset and leadership style
Abootorabi principals’ leadership styles in terms of
(2010) their philosophical mindset
Sharvaid (2008) There is significant relation between Relation between citizens' behavior and
dimensions of citizens' behavior and level of innovation adoption
level of innovation adoption
Nehemiah shiny People with liberal thinking style have Relationship between performance of
(2002) significantly better performance virtual courses and communication and
compared to others with different styles information
Marygline (1999) People with flexible thinking style have Principals’ thinking style
high ability of flexibility
Lee and Choi There is significant relation Relation between empowerment factors of
(1998) empowerment factors of information information technology and adoption of
technology and adoption of innovation innovation
Burroughs Philosophy helps students describe and Philosophy for Children
(1996) accept their environment more
comfortable
Velkot (1977) Educational researchers have no How to achieve educational innovation
consideration for the way the teachers
deal with innovation
Smith (1956) There is direct relation between Investigate the effect of philosophical
principals’ philosophical mindset and mindset on favorable human relationships
favorable human relationships and and creativity of principals
employees’ morale
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 102
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
Hypotheses
Based on the raised questions and issues, theoretical grounds and reviewed literature,
the present paper examined and tested the following hypotheses:
The main hypothesis:
There is a significant relation between principal’s philosophical mindset and their
motivation toward educational innovation adoption. According to philosophical
mindset sub-dimensions, the following presents the research Sub-hypotheses:
H1 There is a significant relation between principal’s philosophical mindset
(comprehensiveness dimension) and his/her motivation toward educational innovation
adoption.
H2: There is a significant relation between principal’s philosophical mindset
(introspection dimension) and his/her motivation toward educational innovation
adoption.
H3: There is a significant relation between principal’s philosophical mindset
(flexibility dimension) and his/her motivation toward educational innovation adoption.
Secondary hypotheses:
H4 There are significant differences between principals’ philosophical mindset
and its dimensions regarding their sex.
H5 There are significant differences between principals’ motivation toward
educational innovation adoption regarding their sex.
Methodology
The present study is a descriptive and correlation research in terms of nature and
method. The researcher describes the nature of research question, which is the
investigation of the relation between philosophical mindset as predictor variable and
motivation for innovation as criteria. Since the researcher examines the quality of the
relation between philosophical mindset and motivation for innovation, this study is a
descriptive and correlation research in terms of nature and method. It has also the
properties of field-study and library research in terms of spatial features. This study
involves a survey of senior school principals in Gilan Province. To study the review of
literature, library method was conducted. In field-study, administrative and operational
stages, standard survey were distributed in order to collect required data.
The population in this study included 527 secondary school principals in Gilan
province from which 213 principals (103 female and 110 male) were selected as sample.
SPSS-19 statistical software was used in this study to test the hypotheses. Spearman test
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 103
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
was used for correlation analysis of predictive and criterion variables. Besides, the
comparison between philosophical mindset of male and female principals, due to non-
normal distribution of data, was conducted using Mann-Whitney U-test.
Findings
In total, the questionnaires were distributed among 213 respondents while 110 persons
(51.6%) of them were male. Majority of respondents had experience more than 25 years
(53.2%) and were in age range of 41-50 years (61.5%).
Description of Study Variables
Table 2: Philosophical mindset, its dimensions and innovation adoption motivation
Maximum
Minimum Maximum Standard
Dimensions Number Attainable Average
Score Score Deviation
Score
Comprehensiveness 213 32 77 80 56.43 9.39
Introspection 213 36 68 80 52.30 7.89
Flexibility 213 33 74 80 54.35 11.87
Philosophical mindset 213 116 218 240 163 27.57
Innovation Adoption
213 116 218 240 163 27.57
Motivation
According to Table 1, it is observed that respondents in comprehensiveness dimension
has the highest average which is equal to 56.43 while it has the average 52.30 in
introspection dimension. It is also seen that no respondent could obtain score above 70
in obtaining the highest score in introspection dimension. In addition, with a mean of
163 out of 240 that fall in the third quarter shows that respondents have relatively
philosophical mindset. Similarly, with a mean of 55.79 out of 90 that almost fall in the
third quarter shows that respondents are partially motivated in adopting educational
innovation.
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 104
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
Table 3: Philosophical mindset, its dimensions and innovation adoption motivation by sex
Male Principals Female Principals
Standard Standard
Dimensions Mean Mean
Deviation Deviation
Comprehensiveness 55.14 8.31 57.66 10.26
Introspection 50.60 7.27 53.92 8.19
Flexibility 52.16 11.44 56.43 12.06
Philosophical Mindset 157.90 25.67 168.02 28.74
Innovation Adoption
54.26 6.75 57.28 7.96
Motivation
By comparing the dimensions in male and female principals, it is observed that in all
dimensions females exhibit higher scores than males however; both groups have the
average in the range of 150 to 200. The results interpretations are shown above. The
diagram of this comparison proves the superiority of women to men.
Testing Research Hypothesis
The analyzed hypothesis of research is as follows:
The main hypothesis:
There is a significant relation between principal’s philosophical mindset and their motivation
toward educational innovation adoption.
Table 4: Correlation between philosophical mindset and motivation
toward innovation adoption
Criterion Coefficient of
Predictive variable R P-value
variable Determination
Philosophical motivation toward educational
0.810 0.656 0.001
mindset innovation adoption
Based on Table 4, the calculated correlation coefficient was significant at 0.01 level
(p=0.001, r=0.810) which shows that there is strong positive relation between
philosophical mindset and motivation for adoption of education innovation amongst
senior schools principals in Guilan province. In other words, increased level of
philosophical mindset amongst senior schools principals leads to higher level of
motivation for adoption of education innovation.
Sub-hypotheses:
H1: There is a significant relation between principal’s philosophical mindset comprehensiveness
dimension) and his/her motivation toward educational innovation adoption.
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 105
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
Table 5: Correlation between comprehensiveness and motivation
toward innovation adoption
Criterion R Coefficient of P-
Predictive variable
variable (Correlation) Determination value
innovation adoption
Comprehensiveness 0.755 0.570 0.001
motivation
Based on Table 5, calculated correlation coefficient was significant at 0.01 level (p=0.001,
r = 0.755) which shows that there is strong positive relation between comprehensiveness
and motivation for adoption of education innovation amongst senior schools principals
in Guilan province. In other words, increased level of comprehensiveness amongst
senior schools principals leads to higher level of motivation for adoption of education
innovation.
H2: There is a significant relation between principal’s philosophical mindset introspection
dimension) and his/her motivation toward educational innovation adoption.
Table 6: Correlation between introspection and motivation
toward innovation adoption
Predictive Criterion R Coefficient of
P-value
variable variable (Correlation) Determination
innovation adoption
Introspection 0.753 0.567 0.001
motivation
Based Table 6, calculated correlation coefficient was significant at 0.01 level (p=0.001,
r=0.753) which shows that there is strong positive relation between introspection and
motivation for adoption of education innovation amongst senior schools principals in
Guilan province. In other words, increased level of introspection amongst senior
schools principals leads to higher level of motivation for adoption of education
innovation.
H3: There is a significant relation between principal’s philosophical mindset flexibility
dimension) and his/her motivation toward educational innovation adoption.
Table 7: Correlation between flexibility and motivation
toward innovation adoption
Predictive Criterion R Coefficient of
P-value
variable variable (Correlation) Determination
Innovation adoption
Flexibility 0.813 0.660 0.001
motivation
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 106
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
Based on Table 7, calculated correlation coefficient was significant at 0.01 level (p=0.001,
r = 0.813) which shows that there is strong positive relation between flexibility and
motivation for adoption of education innovation amongst senior schools principals in
Guilan province. In other words, increased level of flexibility amongst senior schools
principals leads to higher level of motivation for adoption of education innovation.
Related findings
To investigate significant difference between mean philosophical mindset and its
dimensions (H4) and motivation toward educational innovation adoption (H5) between
male and female schools principals, Mann-Whitney U-test was used. As shown in Table
8, there are significant differences between male and female in terms of principals’
philosophical mindset, its dimensions and their motivation toward educational
innovation adoption. In addition, Mann-Whitney U-test show that female principals’
average scores of philosophical mindset, its dimensions and their motivation toward
educational innovation adoption were significantly higher than male principals were.
Table 8: Mann-Whitney U-test to determine significant difference
between two male and female groups
Mean Rate of Mean Rate of Significance
Dimensions Number Male Female (Two Result
principals principals ranges)
Comprehensiveness 213 97.29 117.37 0.017 Approved
Introspection 213 92.40 122.59 0.001 Approved
Flexibility 213 96.18 118.56 0.008 Approved
Philosophical Mindset 213 96.35 118.37 0.009 Approved
Innovation adoption 213 94.41 120.45 0.002 Approved
motivation
Discussion and Conclusion
According to research findings, all tested hypotheses were approved at 95% confidence
level. With regard to the main hypothesis we could say that there is a strong positive
relation between philosophical mindset and motivation toward educational innovation
adoption (p=0.001, r=0.810). To explain these findings, we could say that philosophical
mindset is a strong factor affecting motivation toward educational innovation adoption
by principals. Incidentally, Bahramian et al. (2014) indicated a strong association
between principals’ competency and educational innovation adoption. In addition, the
level of principals’ philosophical mindset can predicate up to % of their motivation
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 107
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
toward educational innovation adoption. Besides, the establishment and strengthening
of philosophical mindset dimensions could strengthen innovation motivation and in
turn achieving the educational goals. The results express that all dimensions of
philosophical mindset has strong association with principals’ motivation toward
educational innovation adoption (r>0.7). As the dimension of flexibility (r=0.813,
p=0.001) shows the most strong association.
Based on the results of this research and similar studies (e.g. Sokhanvar, 2010;
Mahboobi et al., 2015; Ghaeidi and Moradi, 2005), it could be climbed that dimension of
comprehensiveness due to theoretical aspects by principal and universalize ideas and
his/her holistic view to unify the affairs (Smith, 1956) could help maximizing motivation
toward innovation up to 57%. Similarly, the results indicate a direct positive association
between introspection (another philosophical mindset dimension) and motivation
toward innovation adoption (r= 0.753). To describe the relation between introspection
dimension and motivation toward innovation adoption, we could say that introspection
higher than 56% is able to release from coercion of evident affairs, present the basic
thoughts and ideas as keys for solving problems, and help to increase the motivation for
adoption of innovation in school principals.
Likewise, the relationship between flexibility and motivation toward innovation
adoption; it can be said that innovation, transformation, creativity, and attention to the
issues discussed from different aspects by principals could help the motivation for
adoption of innovation up to 66%.
Results of this study confirms the research findings of studies by Smith (1956),
Pira (2009), Babaei (2012), Mirza-Mohammadi et al (2013), and and is consistent with
studies by Neimati et al. (2012) which believe that principals with higher philosophical
mindset have better chance of seeing things based on organizational goals. In this
regard, Javidi and Abootorabi (2010) concluded that there is significant difference
between leadership styles of principals based on their philosophical mindset. It means
that principals who had higher scores on the philosophical mindset questionnaire are
more inclined to team leadership styles. The mean scores of principals in their study are
higher than present research.
According to the study by Noori et al. (2013) on the philosophical mindset
impact on students' ability to solve mathematical problems and due to stronger
philosophical mindset of students, the ability to solve mathematical problems also
significantly increases. In this respect and according to coefficient determination of
0.656 in present study, philosophical mindset about 66% could predict motivation for
adoption of innovation. In this respect, the results of research by Farhadi and
Salmanzadeh (1393) also confirmed the point that higher level of philosophical mindset
of principals leads to higher level of performance. Similar to the results by Montazer-
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 108
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
alzohor and Jafari (2014) who believe that higher scores of philosophical mindset will
increase the scores of attitude to change. Since in none of the aforesaid studies, relation
between philosophical mindset and motivation of adoption of innovation was not
examined in school principals, the necessity of this research is verified to large extent.
Finally, the research emphasized that the higher philosophical mindset by
managers results in higher rate of innovation adoption in educational systems. In
addition, as managers play a vital role in motivating the employees to deliver their
duties productively (Rahimaghaee et al., 2015); managers who accept adopting an
innovation, more likely their employee tend to adopt the innovation and implement it
productively (Salavati et al., 2013).
Recommendations for Further Studies
1. Even if data is collected through complete enumeration in statistical analysis,
observed persons should be regarded as samples of population. Since data are
definitely not collected from all members of society, errors may occur in results
because accuracy of data could be affected by various factors. Since the results of
this research are carried out among a limited population, caution should be
exercised in generalizing it to all principals. Therefore, this study should be
implemented in other provinces and cities.
2. Although in management authority, the overall structural form of tasks and
management skills have much in common, however training management is a
small part in humanities and management. In some sectors, despite the
inseparability of interface factors and similar challenges, they have different
natures. Therefore, it is recommended that this research should be conducted in
other organizations in order to examine the relation between philosophical
mindset and motivation for adoption of innovation amongst other managers.
3. In every organization, there are incentives for important and necessary works
and this issue should be considered for education system. Since the work is the
necessity of development and majority of people spend most of their time in the
workplace, motivation is an important and essential factor. Each job is associated
with burnout but in some jobs, according to the type of work, diversity of tasks
and responsibilities, physical and mental exhaustion is higher. Difference in the
performance or indifference to affective matters and lack of timely decision-
making will disrupt the process of the educational outcomes and affect the
ultimate performance of organization. Thus, it is appropriate to examine the
relation between job satisfaction and job burnout.
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 109
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
About the Authors
Shahram Salavati is an assistant professor in the department
of business administration. He teaches different courses
related to business and marketing to both post-graduate and
undergraduate students. Dr. S. Salavati earned his PhD. from
The Universiti Teknologi Malaysia (UTM), and his research
and consultation interests include effective Internet use in
organizations, and innovation and IT adoption. He believes
that learning goes beyond the classroom. He holds currently a
position as Administrative and Financial Deputy Dean at the
Islamic Azad University, Tonekabon Branch, Iran.
Ahmad Talebian is at the beginning of the research highway
who recently earned his master in Educational Administration
at Islamic Azad University, Tonekabon Branch, Iran. He is a
talented and enthusiastic researcher who is preparing himself
for PhD course.
References
1. Amabile, T. (1997). Motivating Creativity in Organizations: California management
review. 40(1): 39-58.
2. Anderson, T, Varnhagen, S, & Campbell, K. (1998). Faculty Adoption of Teaching
and Learning Technologies: Contrasting Earlier Adopters and Mainstream Faculty.
3. Babaei, A. & Vaezi, M. (2012 . Investigation of principal’s philosophical mindset and
its relationship with their performance in the Talesh city. International Management
Conference (ICOM01_0265). Available at: http://www.civilica.com/Paper-
ICOM01-ICOM01_0265.html.
4. Bahramian, Salavati & Rahim Aghaei (2014). Relation between competencies of school
principals and their adoption of innovation in educational affairs. International
Management Conference, Tehran, Iran.
5. Burroughs, M. (1996). Philosophy for Children. Life science education. 4(6): 236-245.
6. Farhadi, A. Salmanzadeh, p. (2014). The relationship between managers, philosophical
mindset and their performance in the city of Salmas. The first National Conference on
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 110
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
Sustainable Development in Psychology, Social and Cultural Studies. Avilable at:
http://www.civilica.com/Paper-EPSCONF01-EPSCONF01_193.html.
7. Fariba Demarchilli & Abdolhossein Rasoolnejad (2008). The Relation between
philosophical mindset and creativity of faculty members of Islamic Azad Universities in
Zanjan. 1(4):45-62.
8. Ghaeidi, m; & Moradi, H. (2005). A review on philosophical mindset of training
principals in Shahrekord. International Conference on managerial economics and
social sciences. Spain: April. P: 1-16.
9. Gholamhosseni, L. (2010). Review management practices and educational leadership.
The Islamic Republic of Iran Army Medical Journal. Year 5. No. 1. P: 31-34.
10. Gutek, G. (20015). Schools philosophical and educational ideas. Translated by Paak
Seresht, J. Tehran. SAMT. P: 524.
11. Imani, M., & Abdollahi, M; Hemati, M. (2012). Relation between philosophical
mindset of school principals and teachers' performance. Journal of Educational
Management. 4(1):71-75.
12. Javidi T. & Abootorabi, R., (2010). Philosophical mindset and leadership styles in
higher education system (Case study: Ferdowsi University of Mashhad). Journal of
Education and Psychology. 1(1). 211-234.
13. Khosravi, M; Fathai, K; maleki, H., & Nowroozi, D (2013). Analysis of adoption of
curriculum innovation in higher education system (Case study: revised regulations of
curriculum in Iran’s universities . Journal of psychology. 27(9): 135-156.
14. Kirkgoz, Y. 2008 .Case study of teachers’ implementation of curriculum innovations.
Journal of Teaching and Teacher Education. 24(7): 1859-1875.
15. Lee, S. Choi, B. 1998. The Relation between Information Technology enabler factors and
innovation acceptance. Journal of Management Information Systems. 15(1): 116-
124.
16. Mahboobi, T., Abdollahzade, A., & Mahboobi, K. (2015). Investigate the
relationship between philosophical mindset and critical thinking and irrational beliefs
among school principals. Journal of Analytical-Cognitive Psycology, 6(23), 57-64.
17. Mirza-Mohammadi, M.; Noorozim, M., & Yoozbashi, Y. (2013). The Relation
between philosophical mindset and creativity of employees in Training Center of
educational Management. Journal of Innovation and Creativity in Science. 3(2):129-
149.
18. Mirzaei, H. (2014). Philosophical foundations of organization theory. Tehran: SAMT:
344 pages.
19. Montazerolzhohoor, p., Jaafari. A. (2014). The relationship between elementary
principals’ philosophical mindset and teachers' attitudes toward organizational change in
the Saman city. The second International Conference on Management Challenges
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 111
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
and Solutions. Available at: http://www.civilica.com/Paper-ICMM02-
ICMM02_281.html.
20. Mousavi, S, Sharif, M., Rajaeepour, S, & Ashourioun, V. (2011). Relationship
between dimensions of organizational atmosphere and admission of innovation in
curriculum: (A Case Study of Isfahan University of Medical Sciences). Iranian Journal
of Medical Education. 11(9): 1478-1466.
21. Nemati, a. (2012). Investigation the relationship between philosophical mindset and
high-school principals’ entrepreneurial tendency. National Conference on
entrepreneurship and business management knowledge. KNOWLEDGEBASE01.
22. Noori, S; Fayaz, A; & Seif, A (2013). Effect of philosophical mindset on ability to solve
math problems in third-year students in Hamedan divided by gender. Child and
thought. Institute for Humanities and Cultural Studies. 4(1):121-139.
23. Paulso, C. (2008). Faculty teaching experiences in innovative nursing curriculum, an
interpretive phenomenological study. [Dissertation]. Phoenix: University of Phoenix.
24. Pierra, J. (2009). "Investigations of enhanced relationship between philosophic mind of
managers and their employees". Work performance in governmental organizations
in Western Reserve University. PhD Dissertation University of Illinois at Urbana
Champaign.
25. Rogers, E. M. (1962). Diffusion of Innovations. (1st ed.) New York: The Free Press.
26. Rogers, E. M., and Shoemaker, F. (1971). Communication of Innovations. New York:
Free press.
27. Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: The Free Pressd.
28. Rahimaghaee, F., Dehghan Nayeri, N., Mohammadi, E., & Salavati, S. (2015).
Organization-based self-development prescriptive model for the promotion of professional
development of Iranian clinical nurses. Iranian Journal Nursing and Midwifery
Research, 20(5), 604-612.
29. Reardon, R. & Bullock, E. (2004). Holland's Theory and Implications for Academic
Advising and Career. NACADA Journal. 24: 111-122.
30. Reynolds, J. (2001). The Financial Services approach for managers by philosophical
mindset. Learning and teaching management. 6(1): 55-64.
31. Reynolds, J. (2000). The Financial Services approach for managers by philosophical
mindset. Learning and teaching management. 6(1): 55-64.
32. Salavati, S., Hashim, N. H., Khani, N., and Bahrami, M. (2014). A conceptual model
for IT and website adoption in the tourism industry. International Hospitality and
Tourism Postgraduate Conference (IHTPC 2013). Kuala Lampur, Shah Allam,
Malaysia. Available at: http://www.crcnetbase.com/doi/abs/10.1201/b16064-92.
33. Salavati, S., & Rahimaghaee, F. (2009). Correspondence between the Existing
Managerial Style and the Expected Improvement of the Personnel in the Health and
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 112
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
Medical Organizations. The international conference on human capital
development (ICONHCD), Malaysia. http://www.ump.edu.my/ump/iconhcd.
34. Shariatmadari, Y. (2011). Principles of education, Tehran: Tehran University. 271-
280.
35. Sharvaid, A. (2008). Study of relation between OCB and acceptance of curriculum
innovation. Master Thesis. Aarhus School of University of Aarhus.
36. Smith, PH.G. (1956). "Philosophic Mindedness in Educational Administration". The
Ohio State University Press.
37. Sokhanvar, N., & Mahroozadeh, T. (2010). Philosophical mindset and attitudes to
active teaching methods among math teachers. Journal of New Thoughts on
Education. 6(3), 94-67.
38. Wolcott, H. (1978). Teachers versus technocrate: An educational innovation in
anthropological perspective center for educational policy and management.
http://www.eduref.org.
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 113
Ahmad Talebian, Shahram Salavati -
THE ROLE OF PHILOSOPHICAL MINDSET IN EDUCATIONAL INNOVATION ADOPTION
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violations and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 114